This case study explores language policy and planning regarding language minority students as they affect administrators and teachers. Two research questions are discussed: (1) What are the ideologies influencing administrative decisions concerning alternative language planning? and (2) What are secondary teachers willing to do in order to better meet the needs of language minority students in the areas of language and curriculum adjustments, social inclusion of language minority students, and additional English-as-Second-Language training? The study concludes that given typical administrator and teacher ideologies and attitudes toward language minority students, which are guided by monolingualism and individualism, a formal language policy based on academic research is essential if the needs of language minority students are to be met. Training and education for both teachers and administrators is essential. A language plan should also address the responsibilities of teachers to make the necessary curriculum and language adjustments; this need is urgent given findings that many teachers feel they have not been trained to effectively instruct language minority students. This paper includes a list of data tables detailing the responses of administrators and teachers to various questions related to the primary research questions. (Contains 17 references.) (KFT)